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Zaitseva, E and Law, A (2022) Questions that matter: Using Q methodology to identify student priorities in module level experience. Quality in Higher Education. ISSN 1353-8322
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Questions that matter Using Q methodology to identify student priorities in module level experience.pdf - Published Version Available under License Creative Commons Attribution Non-commercial. Download (1MB) | Preview |
Abstract
Student engagement with evaluation surveys has been declining, reducing reliability and usability of the data for quality assurance and enhancement. One of the reasons for that, as reported by students, is perceived low relevance of survey questions to their daily experiences and concerns. Uniform questions, provided by standardised survey instruments, rarely capture needs of diverse student population with wide-ranging educational experiences. This paper draws on findings from a project that explored student priorities in the module level experience by involving them in development of survey questions. Q methodology was utilised to identify groups of students with similar views and to explore key factors and patterns of thoughts about module experience. The project findings are indicative of three distinctive groups that reflect different stages of student university journey, their level of maturity and cognitive engagement. The paper reflects on implications of the findings for quality assurance processes, teaching and student support.
| Item Type: | Article |
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| Uncontrolled Keywords: | module evaluation; student voice; Q Methodology; student engagement; 1301 Education Systems; Education |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LB Theory and practice of education > LB2361 Curriculum L Education > LC Special aspects of education |
| Divisions: | Teaching & Learning Academy |
| Publisher: | Taylor & Francis |
| SWORD Depositor: | A Symplectic |
| Date Deposited: | 01 Jun 2022 08:38 |
| Last Modified: | 06 Oct 2022 10:00 |
| DOI or ID number: | 10.1080/13538322.2022.2100101 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/16993 |
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